Learning Plan (Kindergarten)1

A Color of His Own Reading and Art Activity September 16 and 17

Title of lesson Date
2020
K01 and K02 Colours
Class Topic
Time 10:25 AM – 10:55 AM Duration 30 minutes
Book: A Color of His Own by Leo Lionni
Printed copies of the chameleon template (one per student)
Teacher:
Wax crayons and watercolour paint
Materials Required
Paintbrushes for the watercolour paint
Smocks
Child:
Pencils and eraser
Competency 1: To perform sensorimotor actions effectively in different contexts → To
broaden his/her repertoire of actions (Fine motor skills when using the paintbrushes and the
wax crayons)

Competency 4: To communicate using the resources of language → To produce a message

(To organize his/her ideas and to use appropriate vocabulary) and to understand a message
(To pay attention to the message and to make connections and predictions in speech) →
both are applied when the students are listening to and answering the questions and when
Pre-school
they are listening to the story
Competencies
Competency 5: To construct his/her understanding of the world → To show interest and
curiosity concerning the arts, history, geography, mathematics, science and technology (To
experiment and use tools, materials and strategies in these subject areas [when using the
wax crayons, the paintbrushes, and the watercolour paint]) and to exercise thinking in a
variety of contexts (To observe, explore, and manipulate [when seeing how the wax crayons
prevent the watercolour from mixing with it])

Learnings Related to Sensory and Motor Development:

– Fine motor movements (e.g. drawing, writing) → Using of the paintbrushes, the wax crayons,
and the pencil

Learnings Related to Language Development:

– Use of the appropriate pronouns and tenses in speech → When answering the questions during
the story
Objectives
– Writing of a few words he/she uses often (e.g. his/her family name or first name) → When
(curricular domain)
writing their first name on their paper

Learnings Related to Cognitive Development:

– Visual arts → Painting and colouring with the watercolour paint and wax crayons
– Science and technology → Understanding natural phenomena (beginning to understand how
oil and water do not mix together and that chameleons can change colour based on the object
they are on)
What is special about chameleons?
Essential
What colours did the chameleon change to?
Question(s)
Were the wax crayons and the watercolour paint able to be mixed together?

1 Based on a simplified version of Understanding by Design (UBD)

Lesson Timing *Before activity: the teacher will place one chameleon Student will know:
template at each students’ seat prior to the lesson to aid in
30-minute the delivery of the lesson (since there is only 30 minutes to The name of the animal that changes
Lesson complete the lesson).* colours is a chameleon.

Chameleons can change colours based

(Aproximately Introduction (hook): on the objects they are on.
3 minutes) • The teacher will show the cover of the book to the
students and read the title of the book.
The teacher will say: By raising your hand, can you tell
me what you see on the cover of this book? What
colours do you see on the cover of this book?
• If a student says: I see an animal, the teacher will say
that the animal is called a chameleon. The teacher will
ask them to repeat that the animal is called a
chameleon.
• The teacher will say: there is something very special
about chameleons. Chameleons can change the
colour of their scales based on the objects they are
standing on.
• The teacher will also ask: what do you think will
happen in this book? (To allow students to develop
their predicting abilities)
Development (Learning activities – step by step sequential Students will understand:
procedure):
• Water and oil do not mix;
Reading: Reading of A Color of His Own • We must raise our hand before
Approximately • The teacher will read the book “A Color of His Own” answering a question (or many
10 minutes by Leo Lionni to the students questions);
• During the reading, the teacher will ask prompting • We must listen to others when
questions. Such as: “by raising your hand, can they are speaking.
anybody tell me what animals they see on this
page?”, “by raising your hand, can anybody tell me Students will do:
what colours they see on this page?”, “by raising your
hand, can anybody tell me what fruit this is?”, “by • Students will respond to the
raising your hand, can anybody tell me what animal questions the teacher asks
has stripes like this?”, “do we think he is going to them (verbally, exception:
change to being green when he goes on the leaf?”, student who is non-verbal);
“By raising your hand, can anybody tell me what • Students will listen when the
happens to the colours of the leaves in the fall?” -> teacher is reading the story;
Prompt further if no response "Do leaves stay the • Students will listen when
same colour in the fall or do they change colour?”, others are speaking;
“What happens to the leaves in the winter?” -> • Students will listen when the
prompt further “Do the leaves stay on the trees in the teacher is explaining the
winter or are there no leaves on the trees in the activity
winter?”, “What colour did the chameleon change • Students will use the wax
to?” if no response prompt further: “Is he red? Is he crayons to draw shapes, lines,
green? Is he black?”, et cetera or squiggles on their
chameleon template;
 • During the activity: if a student says a word • Students will paint their
incorrectly, the teacher will correct them (ex: if they chameleon with the
say the chameleon is a “she” the teacher will correct watercolour paint;
them by repeating their sentence with “he”). • Students will write their name
• Once the reading is completed, the teacher will ask: at the top of their paper with
“By raising your hand, can anybody tell me the their pencils.
colours the chameleon changed to?” and “By raising
(Activity: your hand, can anybody remember and tell me what
Approximately is special about chameleons?” Cross Curricular Competencies:
15 minutes)
Activity (Watercolour and Oil Pastel resist): To Use Creativity: students are making
• The teacher will then explain how they are going to their own chameleons how they would
do a special activity to create a chameleon of their like, they are not told exactly what to
own. put on their chameleon (each
• The teacher will show the printed chameleon and as chameleon will be different).
some questions as well as explain some rules to
establish expectations. E.g.: Do we scribble all over To Cooperate with Others: students
the paper when we are colouring? Expectations: I are learning how to listen when others
want to see some small shapes, lines, or squiggles are speaking and to wait their turn
inside the chameleon. I do not want the whole before speaking by raising their hand.
chameleon to be coloured in. (The teacher will show
an example of the chameleon with lines, squiggles, or Broad Areas of Learning:
shapes drawn on him with wax crayons). The teacher
will tell students that they must press really hard with Citizenship and Community Life:
the crayons and it must be dark on the paper. The Students will be learning and
teacher will tell each student that they would like reinforcing the skill of waiting their
them to write their name at the top of their paper turn and raising their hand before they
before they begin using the wax crayons. speak. This will allow them to work on
• The teacher will tell students to get their pencil case their politeness skills since they will be
and their smocks from their bins and to go begin waiting their turn and not saying their
making their chameleons. answer immediately, which allows
• The teacher will circulate the classroom and ensure others to speak as well.
that each student has written their name at the top of
their paper.
• The teacher will circulate the classroom and see how
each student is progressing with the wax crayons.
Once the teacher sees a student who has completed
their drawing of their lines, squiggles, or shapes, they
will tell them that they can use the paintbrushes and
the watercolour paint to paint the rest of their
(Closure: chameleon.
Approximately • The teacher will circulate the classroom and ask the
2 minutes) students if they notice anything special about the
paint and the wax crayons. If they do not, the teacher
will prompt them with the question: is the paint going
on the oil pastel, or is it moving away from it?
Closure (transition): Universal Design for
Learning/Differentiation:

For English Language Learners: The

teacher will repeat the questions in
 • The teacher will explain to students how they are
expected to clean up, put away their smocks and their
pencil case.
• The teacher will also tell students that if they are not
finished colouring and painting their chameleon it is
okay and that they will finish doing so later that day.
*This activity may also carry over to another section of the
day depending on how long students need to finish the
drawing of their lines, squiggles, and shapes with their
crayons on their chameleons.*
French if necessary. The teacher will
circulate the classroom to ensure all
students understand the instructions,
and will explain the instructions in
French if necessary, to individual
students. The teacher will also be
demonstrating instructions by
physically doing them (ex: scribbling
on the paper and shaking their head)
to emphasize the expectations to aid
English Language Learners in
understanding the expectations.
For student who is non-verbal: do not
force them to not answer the
questions if they are uncomfortable
doing so. The student will also be
provided with colour cards which they
can use to answer the questions that
have colours as their responses. The
student will also have yes/no cards to
be able to answer the questions with
yes/no responses.
FORMATIVE - Assessment FOR
learning:
Not applicable
FORMATIVE - Assessment AS
learning:
The teacher will ask each student
individually the question regarding
noticing how wax crayons and the
watercolour paint do not mix together
(see last bullet point in activity
section) . The teacher will then ask
students to provide them with a
thumbs up or a thumbs down if they
understand that oil and water do not
mix.
The teacher will also observe how
students are holding their
paintbrushes, their pencils, and their
wax crayons and take note of which
students may be struggling.
SUMMATIVE - Assessment OF
learning:
Not applicable
Further considerations (follow up activities):

Water, Food Colouring, and Oil Experiment:

Students will have clear cups of water and will pour a small amount of oil onto the top of the water. They will see how the
oil and water do not mix, instead the oil sits on top of the water.

After the oil is noted to not mix with the water, students will place droplets of food colouring into the water (at least two
colours). They will note how the food colouring sits at the top within the oil. Students will then wait a few minutes to see
how the food colouring then goes through the oil and mixes with the water. After the food colouring goes through the oil
layer, the food colouring will mix together. They will then notice how when the two colours went through the water, they
mixed to create a different colour.

This could be completed as a learning centre activity or a whole class activity.

Reflection:
This lesson went well. Students were engaged in the activity while also enjoying the creation of their own chameleons.
To note: the drawing with the crayons took longer than expected, so this may require a 45 minute period instead of a
30 minute period to complete that section. Many students understood the concept of leaving white space to allow
spots to paint, however some students did not. These students coloured the whole chameleon instead of leaving
white space. To ensure students were able to do the painting section properly, I had students redo their chameleon. It
may need to be further emphasized in the explanation section of the activity that there must be white space rather
than saying “I would like to see white space on the chameleon”. This will allow them to know that there has to be
white space for the activity instead of something that I would like to see.

Professional Competencies:
PC 2: To communicate clearly in the language of instruction, both orally and in writing, using correct grammar, in
various contexts related to teaching. This professional competency is achieved by the teacher clearly explaining what
they expect when the students complete the activity, along with clear proposals of the questions which they expect
students to answer.

PC 3: To develop teaching/learning situations that are appropriate to the students concerned and the subject content
with a view to developing the competencies targeted in the programs of study. This professional competency is
achieved by the teacher ensuring the lesson they are teaching is developmentally appropriate for the age group (five-
year-old kindergarten students).

PC 4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content
with a view to developing the competencies targeted in the programs of study. This professional competency is
achieved by the teacher providing the students with the resources they need to complete the activity, and ensuring
that they begin to understand the material they are learning.

PC 5: To evaluate student progress in learning the subject content and mastering the related competencies. This
competency is achieved by the teacher taking observation notes of the students in regards to their fine motor skills,
and by the proposal of the questions to see if students have understood the material.

PC 6: To plan, organize and supervise a class in such a way as to promote students' learning and social development.
This professional competency is achieved by the teacher clearly explaining their expectations for the activity and their
expectations of student conduct during the reading of the book.
PC 7: To adapt his or her teaching to the needs and characteristics of students with learning disabilities, social
maladjustments or handicaps. This professional competency is achieved by the teacher taking into account student
differences and adapting the lesson according to their needs (e.g. English Language Learners and the student who is
non-verbal).